For me, that day was May 29th when the children at Early Beginnings Academy performed the musical Little Red Riding Hood.

(Click here to read about how the musical was created.)

May 29th was an awesome day. Everyone (parents and family members included) got to see the children SHINE!

Little Red Riding Hood and the Big Bad Wolf meet for the first time
On the left: The Woodsman
Behind: The squirrels in the forest

Flowers in the forest

Here are just some of the ways the children benefit from preparing performances like these:

* Children work on improving their expressive langauge skills by learning lines from the play

* Children work on nonverbal communciation by activating voice output devices to tell the audience: “Act 1” or “Act 2”

* Children have practice memorizing lines and song lyrics

* Children gain in depth knowledge of the character they played. For example, those playing the birds in the forest read books about birds, sketched birds, and had input on what their costume should look like.

* Children were creatively involved by painting the background scenery and helping to create their costumes.

Background Scenery created by the children

* Children work on impulse control by waiting for their turn to say their lines.

* Children role play by “acting” as their character. For example, we really worked on the Big Bad Wolf’s speaking voice so it would sound just like we thought a wolf would.

* Children had the opportunity to see what it felt like to practice each day and have that culminate  in a performance in front of a live audience.

There are so many areas that are addressed when a musical is practiced and performed.

The children talked about it for weeks later and kept asking me “Can we go to the Big Room?” (where all our rehearsals were held.)

It was a great day for the children and I felt so proud of them.

To see something that was started on a piece of scratch paper come to life in a live performance complete with costumes, musical numbers, programs, and an audience was truly amazing.

 * All pictures used with written parent consent.

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I am a ‘Cane at heart and I have some exciting news to share….I have officially accepted the position of Interim Music Therapy Professor at University of Miami! Yay!

U.M. is my alma mater for both my bachelor’s and master’s degree, so I feel very home there. In fact, I kind of feel like I’ve come full circle since I started off as a work study for the music therapy program in my freshman year at UM.

As Interim Music Therapy Professor, I will be teaching the junior level courses, Music and Development and Music and Rehabilitation. I will also be the coordinator for clinical practica and will be supervising students and giving guest lectures. I am thrilled to be stepping into this new position!

At the same time, though, my heart breaks to leave UCP’s Early Beginnings Academy. In fact, TODAY marks my seven year anniversary of working at UCP. Isn’t life so funny sometimes?

This HUGE transition got me thinking about the past seven years at UCP and how incredible they have been. I’ve had the opportunity to put on musicals and holiday performances with the children. I’ve had the incredible opportunity to co-treat with other therapists and to supervise students. Here’s my time at UCP by the numbers:

11…..number of interns I’ve supervised

41…..number of practicum students I’ve supervised

30…..number of performances I’ve done with the children

217…..number of songs I’ve written

545…..number of children I’ve worked with

1540…..number of days I’ve gotten to wake up and go to my *dream* job

Pretty awesome, huh! I’ll still be running my private practice, Wholesome Harmonies, LLC, so you’ll still find songs, videos, and session ideas here on the blog. I think I’ll keep counting those days I get to wake up and go to my *dream* job.

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Next week at this time I will be in sessions at the National Music Therapy Conference, diligently taking notes, and I could not be more excited.

So today I wanted to share an extra special video with you. Last week we took a group of children to sing at the annual fundraising luncheon for UCP called “Share and Care.” This event takes place at the Hyatt Regency Hotel in Brickell, so it is a pretty big deal! We’ve been preparing these songs since the school year began and I could not have been more proud of how well the children performed.

Give ’em a microphone and, well….

0:15 – Infamous moment when one of the children starts singing a different song than the one we’ve prepared :)

0:18 – “Hey, Ho, Hi”, our Hello Song

1:09 – “My Body, Mi Cuerpo”

It’s kind of hard to hear the guitar accompaniment, but that’s because the children are singing so loud. Can’t complain about that!

It’s moments like these that make me forget about the difficult moments that can sometimes happen when working with children and make me totally and completely grateful for the amazing job that I have.

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I am both a full-time/salaried music therapist AND I am a music therapist in private practice. Both have their pros and cons, as all jobs do, but I thought I would share some of these from my perspective for anybody new to the field or anyone considering switching positions.

I never expected to be in both roles! I moved down to Miami in 2006 for my first music therapy job at UCP’s Early Beginnings Academy. Everything was comfortable and predictable, just how I liked it! But then I started receiving calls from parents who had been referred to me by the professors at my alma mater, University of Miami. I started picking up music therapy clients here and there and began to see that the desire for music therapy was truly out there!

So, in 2010 I kicked it into high gear and officially started a private practice. I liked the flexibilty and opportunities that private work allowed. But, I also liked the security that my full time position allowed. So I continued with both and have to say I am loving life!

Those of you who are weighing the benefits and downsides to full-time facility work versus private practice, read on….

Full-Time Facility Work – Pros!

1) Security & Consistency – There is a sense of security and consistency that comes with being a full-time/salaried staff music therapist. I know every other week my paycheck will be deposited into my account regardless of the whether the children or I am sick.

2) More Time Outside The Session – Time is built into my schedule for paperwork, session planning, and team meetings.

3) Paid Holidays, Vacation, and Sick Time – Pretty self explanatory, right?

4) Co-Worker Family – I fully acknowledge that I am truly blessed to work in the place that I do. Many people get caught up in office drama, but I have to say I work with the coolest, most eclectic group of co-workers anyone could ask for. Since my closest family is in Maryland, having co-workers that are like family to me is priceless.

They have been there for some pretty significant highs and lows in my life: working through the challenges and successes of starting my FIRST music therapy job, my dad being diagnosed with cancer, my dad passing away, finishing my master’s degree, and my engagement. Talk about highs and lows!

Full-Time Facility Work – Cons

1) Budget Cuts – Those dreaded words! Since UCP is a non-profit organization, we are at the mercy of budget cuts. Fortunately our Executive Director is a music therapist (Hallelujah!) so she “gets it” and has supported me and music therapy 100%.

Private Practice – Pros!

1) Flexibilty in Schedule – You can create your own schedule by making yourself available only during certain times. Don’t want to work weekends or evenings? Advertise your available times as weekday mornings and afternoons. Want to plan your trip up north to see the leaves change in October? Just give your clients plenty of notice!

2) You Choose – YOU choose the clients you work with. You can be selective. My strength is working with children with special needs. Working with older adults is not my strong point. I can select those clients that I enjoy working with and that I am GOOD at working with. It’s a win win for the client and for me.

3) High Paycheck? – Again, YOU set your price. You can be compensated at a rate that is aligned with other similar professionals in your area (ST, OT, PT, etc.)

Private Practice – Cons

1) Ebbs and Flows – I have found that, especially since I work with children, there are many times sessions need to be cancelled due to illness.

2) No benefits – Your sick time, vacation, and benefits (insurance, retirement plan, etc.) are not covered for you.

All in all, I love the stability and consistency that my position at UCP allows and I love the flexibility that private practice allows. Now I would love to hear from you.

What are the pros and cons of full-time/salaried positions versus private work? Leave a comment below to let us know…

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Hellooo!! Today is one of my favorite days at UCP – Graduation Day! Everyone is buzzing with excitment. It is a day for real celebration as we look back on the children’s accomplishments and how much they have grown.

Last month I shared a video of our Graduation Song from last year, “It’s Always More Fun”. For this year’s Graduation performance, we did a spin on “Put a Little Love in Your Heart.” I asked the children- “What do you love about going to school here?” We made a bubble map with all of their ideas, I reworked the lyrics to the song, and here is what we came up with…

We love to come to school,
We love to play with friends,
Put a little love in your heart!

Outside we run and play,
Inside we learn all day,
Put a little love in your heart!

And this year…we learned to count and add,
And this year..we learned the traffic light,
And this year…we learned about the plan,
And this year…we learned the alphabet,

Here at school!
Put a little love in your heart!
Put a little love in your heart!
Put a little love in your heart!

They sang it loud and proud and I could not be more pleased with how the ceremony turned out. As sad as I am to see these children leave, I know they are moving on to do great things in this world!

Image courtesy of [digitalart] / FreeDigitalPhotos.net

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Today I ‘m taking a break from my series on Private Practice Tips, Tools, and Essentials, to wish a happy SIX year anniversary to me and UCP (United Cerebral Palsy)! It was six years ago today that I walked into UCP, fresh out of internship, newly board-certified, and ready to take on this new dream job.

The past six years have been incredible. Working at UCP has allowed me to stretch and grow in ways I never imagined. I write original songs, I have the opportunity to co-treat with speech and occupational therapists, and I supervise practicum students and interns – all while working with a vibrant staff who have become my family and with children who I have grown to love.

What’s even more incredible is how I got here! When I was a student at University of Miami, a requirement of our Intro to Music Therapy class was to visit a local music therapist for an observation. Well, my very first observation was at UCP! Little did I imagine that four years later, I would be the music therapist there also hosting student observers.

In addition, the music therapist I observed there would later become my practicum supervisor and a few years later recommend me for the job at UCP! This was solely based on her work with me as a practicum student! So, my takeaway message to students is this: make a good impression from the very start of your music therapy career. It is never too early to be making connections. I had no idea that the place of my very first observation would become my home to learn and grow as a new music therapist.

I am so happy to be celebrating my six year anniversary! Here I am with the director at our Employee Recognition Lunch:

I would love to hear YOUR story in the comments section below. What steps led you to the job where you are now?

Image courtesy of [Master isolated images] / FreeDigitalPhotos.net

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I say this every time a new month starts, but it really does feel like it was just yesterday that we were starting the new school year.

As I’ve mentioned in previous posts, I work full-time in United Cerebral Palsy’s preschool and charter school, Early Beginnings Academy. I work with children birth – age 7 with special needs. Now graduation is approaching, and it really is a cause for celebration. Many of our children have made noticeable gains and we even have a handful of children that will be mainstreamed into regular education classes!

Today I want to share with you some ideas I have for graduation performances.

Our parents always LOVE to see their children perform. Last year, I thought it would be meaningful to have the children write a song about how to make new friends when they start at their new schools. I asked the children two questions:

“How do you make a friend?”

And, “How can you be a good friend?”

I took their answers and reworked the lyrics of one of my favorite Jack Johnson songs, “The Sharing Song.” Thus, “It’s Always More Fun” was created (the children even came up with that title!)

Listen as one of our star graduates sings “It’s Always More Fun” with all the enthusiasm in the world…

What types of Graduation performances have YOU put together? I’d love to hear in the comments below!

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I love my job. I’ll just say it. I have been employed full-time as a music therapist at UCP’s Early Beginnings Academy since 2006. I remember when I first started the job thinking “This feeling will pass. It will become mundane.” But it never did. I still wake up in the morning and am excited to come to work. What a true blessing!

Early Beginnings Academy is a preschool and charter school that is a part of the larger organization, United Cerebral Palsy. Early Beginnings serves children birth – age 8 with special needs.

When people find out what I do, the first question is always “What is music therapy?” The next question is “So…what do you all day?” This inspired me to write a blog post about my “day-to-day” at UCP. Here’s how it goes:

7:30 – Arrive and greet my awesome co-workers. Wake up. :)

8 – 9am – Meeting with Early Beginnings Academy staff (teachers and administrators)

9-10am – Prepare for sessions, practice music, create visuals and props

10-10:30am – Group music therapy with the Baby & Toddler class
This group focuses on developmental skills such as bilabial sounds, learning body parts, and social interaction. The babies and toddlers are also learning what it means to sit in a group, which can sometimes be a challenge!

10:30-11am – Group music therapy with Jenny’s class (children with severe and profound intellectual disability)
These sessions are very sensory-based, meaning the music therapy interventions target the five senses. For example, musical instruments are used to work on sound localization; songs incorporating sensory items such as feathers or cotton balls are used to provide tactile stimulation; songs incorporating scents such as vanilla or cinnamon provide olfactory stimulation.

11-11:30am – Occupational therapy/music therapy co-treatment session for child with autism
I provide a musical accompaniment while the OT (occupational therapist) facilitates the child bouncing and rolling on the therapy ball for proprioceptive input. We use drums and tambourines to work on range of motion and bilateral coordination. We use rhythm sticks to facilitate bringing arms to midline and work on direction following.

11:30am-12pm – Individual music therapy session for child with intellectual disability and developmental delay
This session focuses on the academic goals on her IEP that she is having trouble meeting. I write specific songs to target math concepts such as matching a numeral to quantity and counting numbers up to 30.

12-12:30pm – LUNCH!

12:30-1pm -Supervision meeting with practicum students from University of Miami or intern
During supervision we discuss new guitar strum patterns, talk about client needs for children with disabilities, discuss goals and objectives, talk about intervention ideas, etc. Topics are always changing!

1-1:30pm – Group music therapy with Hilda’s class (Kindergarten)
This group focuses on academic goals from the IEPs. Concepts targeted may include: identifying rhyming words, creating compound words, identifying opposites, and learning -AT words.

1:30-2pm – Rehearsal for upcoming shows
During this time we may practice for upcoming musical performances for Christmas, Multicultural Day, Halloween, etc.

2-2:30pm – Speech therapy/music therapy co-treatment session for child with speech/language delay
We use  speech cards and books from the speech therapist along with songs I write to work on increasing expressive language, identifying objects, and improving articulation.

2:30-3pm – Documentation of goals and objectives
I document progress on goals and objectives for the 70 children enrolled in Early Beginnings Academy.

Whew! My day is always jam packed. Once my day at UCP is over, my day with Wholesome Harmonies (my private practice) begins. I always say I don’t need a gym membership with this job, because I am always on the move! But I wouldn’t have it any other way.

What does YOUR day look like?

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Wednesday December 14th was our holiday spectacular show at United Cerebral Palsy (UCP) Miami! We had a fabulous turnout from the families and the children sang so well! Here was the lineup for the show…

“Do You Hear What I Hear?”

Alex’s class – children ages 4 – 6 with severe & profound intellectual disability

I changed the words to this familiar carol to make it a sensory-based song:

“Do you hear what I hear? A bell, a bell, ringing in the night.
Santa’s sleigh is on its way here. Santa’s sleigh is on its way here.”  (children play jingle bells)

“Do you hear what I hear? A drum, a drum, little drummer boy,
He’s come to play his song for all. Come to play his song for all.” (children play the drum)

“Do you see what I see? Lights, lights, red, and blue, and green,
They will shine for all to see. They will shine for all to see.” (Christmas  lights are placed on their laps and over their heads)

“Do you see what I see? A reindeer, a reindeer, prancing through the night,
He will show Santa the way. He will show Santa the way.” (pass around a large stuffed reindeer)

“Do you feel what I feel? A hat, a hat, Santa’s red hat,
It is velvety and soft. It is velvety and soft.” (pass around a Santa hat for children to feel)

“Do you hear what I hear? A sound, a sound, voices in the night,
Saying Christmas wishes to all. Saying Christmas wishes to all.” (program voice output device to say “Merry Christmas!”)

“Chinese New Year”

Jenny’s class – children ages 4 – 6 with severe and profound intellectual disability

I would like to thank the fabulous ladies of Mundana Music Therapy, as well as their former intern Hilary Yip for sharing this idea. Although Chinese New Year isn’t celebrated until January, there is one student in this class who is Chinese. I thought it would be nice to celebrate his heritage at our holiday spectacular. Here’s how we organized the song:

Group 1: children play C, G, or high C on hand bells with hand over hand (HOH) assistance

Group 2: children play cymbals with HOH assistance

Group 3: children play drums with HOH assistance

Group 4: children play gong with HOH assistance

Each group took a turn to play as follows:

Group 1 plays while I sing: “Happy Chinese New Year, Gong Hay Fat Choy, May you prosper, year of the dragon”

Group 2 plays while I sing: “A lion dance to bring good luck, a dragon dance to bring good luck, red to bring good luck, a feast to bring good luck”

Group 3 plays while I sing: “Happy Chinese New Year, Gong Hay Fat Choy, May you prosper, year of the dragon”

Group 4 plays while I sing: “A lion dance to bring good luck, a dragon dance to bring good luck, red to bring good luck, a feast to bring good luck”

ALL play while I sing: “Happy Chinese New Year, Gong Hay Fat Choy, May you prosper, year of the dragon”

End with gong strike!

 “The Santa Song”

Deborah and Maria’s Class – children ages 3 – 5 with autism & other special needs

This is an original song where the children sing and act out a little scene. One child was chosed to be Santa. Deborah’s class dressed up as elves and Maria’s class dressed up as reindeer. Here’s how the song goes…

“Santa is looking for his reindeer (children put hand to brow and pretend to look)
Santa is looking for his reindeer
It’s Christmas Eve so where could they be? (children put arms out in questioning form)
He looks this way and that way (children put hand to brow and pretend to look)
He looks this way and that way
Santa is looking for his reindeer where could they be?” (children put arms out in questioning form)

“Those reindeer stomp their feet (children stomp their feet)
Stomp, stomp, stomp
They stomp their feet (children stomp their feet)
Stomp, stomp, stomp
They stomp their feet and say ‘Here we are!’ (raise hand in air)
Santa says ‘Ho, ho, ho! Here we go!”

(Repeat for elves; elves clap hands)

“Feliz Navidad”

Hilda and Paola’s Class – children ages 4 – 6 with autism & other special needs

The children sang the Christmas classic, “Feliz Navidad”

“Umoja”

 Hilda and Paola’s Class – children ages 4 – 6 with autism & other special needs

 Umoja is one of the seven principles of Kwanzaa, and it means “unity.” I brought in library books about Kwanzaa and taught the children about the very basic concepts of the holiday. We talked about  what unity means and their children drew pictures of their family, to tie in the theme of togetherness and unity. I found a funky beat on the keyboard and taught the children the song “Umoja” with sign language…

“Umoja means unity (sign for ‘unity’)
You and me (sign for ‘you’ and ‘me’)
Living together in one (sign for ‘one’)
Big family (sign for ‘family’)
Umoja! (clap, clap, clap) Umoja! (clap, clap, clap)
Umoja! (clap, clap, clap) Umoja! (clap, clap, clap)

Hand bell Choir: “Jingle Bells”

Children played rainbow hand bells using color coded notation.

Band: “I Hear the Bells”

Our band consisted of: ukulele, piano, hand bells, and a singer.

All instruments played following color coded music notation: C chord (red) and G chord (blue).

Sing-a-long!

“Jingle Bells”

“Deck the Halls”

 “Here Comes Santa Clause” – this led to Santa coming in to visit the children and give each one a gift!

It was a fantastic, festive day! What are YOU doing for your holiday performance this year?

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Friday was a fantastic day – we took a group of our best singers around UCP to Christmas carol!

This was a first time event, so yay! I emailed all the employees who have offices in UCP (i.e. Human Resources, Nursing, etc.) and asked them to leave their doors open so the children could serenade them with the sweet sounds of Christmas carols!

Caroling tied in nicely with our theme of teaching the children about holiday traditions from around the world. (More on that when I tell you about our Holiday Spectacular Show in an upcoming post!) I found books at the library about different holiday traditions and taught the children how some people go around from home to home and sing carols.

After teaching the children about the tradition of caroling, we started practicing songs. Traditional carols proved to be difficult for the children to learn because of the advanced language (“Troll the ancient yuletide carol!” “Bells on bop tail ring!” “Bring us some figgy pudding?!”) So we simplified the lyrics to make them easier to learn. This made the experience much more successful. Here was the lineup…

“Feliz Navidad” (lyrics are pretty simple and repetitive as they are. Definitely a crowd favorite!)

“We Wish You a Merry Christmas” (lyrics are pretty simple and repetitive as they are! Left out the “Good tidings to you…” part.)

“Jingle Bells” (the children just sang the chorus of this one)

“Deck the Halls” (the children just sang the “Fa, la, la, la, las”)

Here is a video of the children singing one of their favorites, “Feliz Navidad”…

This was a GREAT way for the children to not only learn popular carols, but also to work on socialization and communication as they made their way around UCP to spread Christmas cheer! (And they looked really cute, too!)

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